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Al-Motlaq M. "It's challenging but not impossible": Exploring clinical instructors' experiences of child and family centered care in clinical nursing education. J Pediatr Nurs 2024; 78:172-178. [PMID: 38970853 DOI: 10.1016/j.pedn.2024.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2024] [Revised: 07/01/2024] [Accepted: 07/01/2024] [Indexed: 07/08/2024]
Abstract
BACKGROUND Clinical instructors (CIs) assist student nurses within the context of their pediatric clinical education to assimilate into their new roles and develop their own clinical expertise. This involves acquisition of knowledge and skills including the adoption of Child and Family Centered Care (CFCC) principles. AIMS This study explored CIs experiences of CFCC in clinical settings by investigating their views and perceptions of its implementation within the clinical education process. METHODS A mixed-method approach was used. A focus group was employed to collect data from 7 participants recruited from one faculty of nursing. A questionnaire was also completed by 5 participants to enrich the data collection process. Descriptive statistics used to describe their perceived importance of CFCC, and conventional content analysis was used to organize data and identify themes. RESULTS While quantitative responses revealed discrepant findings, qualitative data resulted in three themes 1) Clinical instructors (CIs) know CFCC, acknowledge its importance, and take action for that 2) Facilitators and challenges of adopting CFCC in clinical education, and 3) CIs approaches to implement CFCC. CONCLUSIONS While CI's were able to facilitate the implementation of CFCC despite the barriers, their whole experience circulated around external factors including the clinical environment and its role in facilitating or hindering the educational process including CFCC implementation. IMPLICATIONS Program administrators should address clinical instructors concerns regarding barriers to CFCC implementation in clinical practice including the evaluation process. They should also ensure appropriate training is provided for healthcare professionals to enable them to effectively engage in CFCC.
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Affiliation(s)
- Mohammad Al-Motlaq
- Department of Maternal Child and Family Health, Faculty of Nursing, The Hashemite University, Zarqa, Jordan.
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2
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Abraham SA, Nsatimba F, Agyare DF, Agyeiwaa J, Opoku-Danso R, Ninnoni JP, Doe PF, Kuffour BO, Anumel BK, Berchie GO, Boso CM, Druye AA, Okantey C, Owusu G, Obeng P, Amoadu M, Commey IT. Barriers and outcomes of therapeutic communication between nurses and patients in Africa: a scoping review. BMC Nurs 2024; 23:362. [PMID: 38816765 PMCID: PMC11141006 DOI: 10.1186/s12912-024-02038-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 05/24/2024] [Indexed: 06/01/2024] Open
Abstract
BACKGROUND Therapeutic communication (TC) promotes effective patient care, emotional wellbeing, and improves patient outcomes. The purpose of this review was to synthesise evidence on barriers and outcomes of TC between nurses and patients in Africa and to inform future studies and systematic reviews. METHODS Search for the records was done in four major databases including PubMed, Science Direct, PubMed CENTRAL, and JSTOR. Additional searches were done in Google Scholar and Google. Results and findings from published studies and grey literature were included. A total of 16 articles met the eligibility criteria and were included in the review. This scoping review followed the guidelines by Askey and O'Malley. RESULTS Barriers associated with TC were grouped under five main themes: sociodemographic factors, patient-related factors, nurse-related factors, environmental and health service-related. Age, and religious beliefs were the main sociodemographic factors that hindered TC while stress and inadequate knowledge and skills were identified among the nurse-related barriers to TC. Extreme weather conditions and mosquito infestation were environmental factors while lack of access to TC educational programmes on TC was a health service-related factor that interfered with TC. Both positive and negative outcomes of TC were also identified. CONCLUSION Continuous professional development on TC is necessary to improve nurses' attitudes and update their skills to enable them to render culturally competent nursing care to patients.
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Affiliation(s)
- Susanna Aba Abraham
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Frederick Nsatimba
- Department of Mental Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Dorcas Frempomaa Agyare
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Joyce Agyeiwaa
- Department of Maternal and Child Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Rita Opoku-Danso
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana.
| | - Jerry Paul Ninnoni
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana
| | - Patience Fakornam Doe
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Benjamin Osei Kuffour
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Benjamin Kofi Anumel
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Gifty Osei Berchie
- Department of Mental Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Christian Makafui Boso
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Andrews Agyei Druye
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Christiana Okantey
- Department of Adult Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Gifty Owusu
- Department of Mental Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Paul Obeng
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana
| | - Mustapha Amoadu
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana
| | - Isaac Tetteh Commey
- Department of Mental Health, School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
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Stoffels M, Koster AS, van der Burgt SME, de Bruin ABH, Daelmans HEM, Peerdeman SM, Kusurkar RA. Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context. MEDICAL TEACHER 2023; 45:1364-1372. [PMID: 37339482 DOI: 10.1080/0142159x.2023.2225729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/22/2023]
Abstract
PURPOSE Self-regulated learning (SRL) can enhance students' learning process. Students need support to effectively regulate their learning. However, the effect of learning climate on SRL behavior, its ultimate effect on learning and the underlying mechanisms have not yet been established. We explored these relationships using self-determination theory. MATERIALS AND METHODS Nursing students (N = 244) filled in questionnaires about SRL behavior, perceived learning, perceived pedagogical atmosphere and Basic Psychological Needs (BPN) satisfaction after their clinical placement. Structural equation modelling was used to test a model in which perceived pedagogical atmosphere affects SRL behavior and subsequent perceived learning through BPN satisfaction. RESULTS The tested model had an adequate fit (RMSEA = 0.080, SRMR = 0.051; CFI = 0.972; TLI = 0.950). A positively perceived pedagogical atmosphere contributed to SRL behavior, which was fully explained by BPN satisfaction. SRL partially mediated the contribution of pedagogical atmosphere/BPN to perceived learning. CONCLUSIONS A learning climate that satisfies students' BPN contributes to their SRL behavior. SRL behavior plays a positive but modest role in the relationship between climate and perceived learning. Without a culture that is supportive of learning, implementation of tools to apply SRL behavior may not be effective. Study limitations include reliance on self-report scales and the inclusion of a single discipline.
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Affiliation(s)
- Malou Stoffels
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam UMC, VUmc Amstel Academy, Institute for Education and Training, Amsterdam, The Netherlands
- Faculty of Psychology and Education, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Andries S Koster
- Department of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
| | - Stephanie M E van der Burgt
- Teaching and Learning Centre Faculty of Medicine, Amsterdam UMC, Location University of Amsterdam, Amsterdam, The Netherlands
| | - Anique B H de Bruin
- Department of Educational Development & Research and School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Hester E M Daelmans
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Department of Skills Training, Faculty of Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Saskia M Peerdeman
- Teaching and Learning Centre Faculty of Medicine, Amsterdam UMC, Location University of Amsterdam, Amsterdam, The Netherlands
- Department of Neurosurgery, Amsterdam UMC, Location VUmc, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Faculty of Psychology and Education, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Quality of Care, Amsterdam Public Health, Amsterdam, The Netherlands
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Stoffels M, van der Burgt SME, Bronkhorst LH, Daelmans HEM, Peerdeman SM, Kusurkar RA. Learning in and across communities of practice: health professions education students' learning from boundary crossing. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1423-1441. [PMID: 35819568 PMCID: PMC9274184 DOI: 10.1007/s10459-022-10135-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 06/11/2022] [Indexed: 06/15/2023]
Abstract
Learning to adapt to new contexts is crucial in health professions education (HPE). Boundaries between and within contexts challenge continuity in students' learning processes. Little is known about how HPE students can make these "boundary experiences" productive for learning. We investigated how and what nursing students learn from boundary experiences while they are simultaneously growing into a community of practice (CoP). Using a boundary-crossing lens, experiences of discontinuity were identified in pre-placement and post-placement interviews and diary fragments with 14 nursing students during their placement in an academic hospital. We found that students experience discontinuity as a result of different approaches to nursing care and to learning, both between (academic and clinical) settings and within a setting. When students feel safe enough, they can convert boundary experiences into meaningful learning situations, such as critical discussions with staff. Successfully overcoming boundary experiences improves students' understanding of healthcare and professional development and helps them to develop a personal approach to learning. Students critically address boundary experiences when they are motivated to learn and when they perceive a violation of ethical standards but not when they are concerned that it will affect their assessment. Objects designed to bridge theory and practice can generate additional barriers. This study adds to the HPE literature by demonstrating the learning potential of boundaries and to the broader literature by showing how responses to boundary experiences are intertwined with the process of growing into a CoP. The findings can be used to design future boundary objects.
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Affiliation(s)
- Malou Stoffels
- Research in Education, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 118, 1081 HZ, 1007 MB, Amsterdam, The Netherlands.
- Amsterdam UMC, VUmc Amstel Academy, Institute for Education and Training, Amsterdam, The Netherlands.
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands.
| | - Stephanie M E van der Burgt
- Teaching & Learning Centre (TLC) FdG, University of Amsterdam, Amsterdam Umc Location Amc, Amsterdam, The Netherlands
| | - Larike H Bronkhorst
- Department of Education, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands
| | - Hester E M Daelmans
- Research in Education, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 118, 1081 HZ, 1007 MB, Amsterdam, The Netherlands
- Faculty of Medicine, Department of Skills Training, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Saskia M Peerdeman
- Teaching & Learning Centre (TLC) FdG, University of Amsterdam, Amsterdam Umc Location Amc, Amsterdam, The Netherlands
- Department of Neurosurgery, Amsterdam UMC, Location VUmc, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Research in Education, Amsterdam UMC Location Vrije Universiteit Amsterdam, De Boelelaan 118, 1081 HZ, 1007 MB, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
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Husaini DC, Mphuthi DD, Chiroma JA, Abubakar Y, Adeleye AO. Nursing students' experiences of service-learning at community and hospital pharmacies in Belize: Pedagogical implications for nursing pharmacology. PLoS One 2022; 17:e0276656. [PMID: 36327317 PMCID: PMC9632813 DOI: 10.1371/journal.pone.0276656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Accepted: 10/11/2022] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVES Many students seem to find pharmacology learning very challenging due to the complexity and variety of drugs they have to study. The number of drugs the students have to learn, the duration of time to learn the medications, and the evolving nature of diseases demanded learning beyond the classroom walls. This study explored and described nursing students' experiences in community and hospital-based pharmacy practice sites during their service-learning and its implications for pharmacology pedagogical practices. METHODS Kolb's learning theory provided the framework to explore nursing students' 48-hour service-learning experiences at community/hospital-based pharmacies in Belize and its implications for pharmacology pedagogy. The study utilized two qualitative approaches, reflective journals and focus group interviews, to collect data from 46 second-year nursing students. NVivo software and coding schemes were employed to analyze the data from the interviews and reflective journals. RESULTS Students reported learning medications, integrating classroom pharmacological knowledge at pharmacy practice sites, acquiring and enhancing communication skills, interpreting prescriptions, dispensing medications, drug calculations, taking inventory, doing vital signs, and patient education. In addition, students reported experiencing inter-professional relationships as healthcare team members. Anxiety was a major challenge experienced by many students at the beginning of the service-learning experience. CONCLUSIONS This study highlights the importance of experiential learning of pharmacology amongst second year nursing students, offering the opportunity to inform and support pharmacotherapeutics educators in designing strategies for more effective teaching of medications to nursing students. It also supports the addition of pharmacy placements to the nursing curriculum' as it shows that nursing students can learn medications, skills, and teamwork from experiential pharmacy site posting. Combining classroom instruction with pharmacy experiential service learning might be an effective complement for teaching nursing pharmacology.
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Affiliation(s)
- Danladi Chiroma Husaini
- Faculty of Health Sciences, Allied Health Department, University of Belize, Central America, Belmopan, Belize
- * E-mail:
| | - David D. Mphuthi
- Faculty of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa
| | - Jane A. Chiroma
- Department of Leadership and Curriculum Development, Pan Africa Christian University, Nairobi, Kenya
| | - Yusuf Abubakar
- Faculty of Health Sciences, Allied Health Department, University of Belize, Central America, Belmopan, Belize
| | - Adeniyi O. Adeleye
- Central Queensland University, College of Nursing and Midwifery, Rockhampton, Queensland, Australia
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Brodowicz-Król M, Kaczoruk M, Kaczor-Szkodny P, Zarzycka D. Development and Assessment of Professional Competences among Polish Nursing Students during a 3-Year Education Cycle Trying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127192. [PMID: 35742440 PMCID: PMC9223031 DOI: 10.3390/ijerph19127192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 06/02/2022] [Accepted: 06/10/2022] [Indexed: 11/21/2022]
Abstract
The essence of the profile of nursing professional competences are basic behavioral characteristics, as well as mastering practical skills. The aim of this study was determination of the development of professional competences of perceiving a patient by first-, second-and third-year students of licentiate nursing study. The study was of a longitudinal character, and lasted for 3 years. The research instrument used was the Ascent to Competence Scale, and traditional assessment of students’ knowledge and skills. A statistically significant relationship was observed between the average grade in practical education from all three years, and competences in student–teacher relationship. Higher grades in theoretical education were accompanied by lower results obtained by students in the area of nursing competences. The respondents’ opinions concerning the development of knowledge and professional skills were relatively high among first-year students, which may be related with a sharp increase in nursing knowledge, whereas third-year students considered it important to perceive a considerable development of professional competences. The results of this study can help in the design of education programs meeting quality standards, and alignment with students and population health needs, which is adequate to the assumptions of the WHO Global Strategic Directions for Nursing and Midwifery 2021–2025.
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Affiliation(s)
- Magdalena Brodowicz-Król
- Department of Paediatric and Paediatric Nursing, Faculty of Health Sciences, Medical University of Lublin, 20-930 Lublin, Poland; (M.B.-K.); (D.Z.)
| | - Monika Kaczoruk
- Department of Epidemiology and Biostatistics, Institute of Rural Health in Lublin, 20-950 Lublin, Poland;
- Correspondence:
| | - Paulina Kaczor-Szkodny
- Department of Epidemiology and Biostatistics, Institute of Rural Health in Lublin, 20-950 Lublin, Poland;
| | - Danuta Zarzycka
- Department of Paediatric and Paediatric Nursing, Faculty of Health Sciences, Medical University of Lublin, 20-930 Lublin, Poland; (M.B.-K.); (D.Z.)
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Tabootwong W, Jullamate P. Experiences of nursing students in caring for older adults with mechanical ventilation: A descriptive phenomenological study. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.05.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Onororemu OE, Alschech J, McCabe J, Sanders C. Pediatric practicums in undergraduate nursing programs: an integrative review. Int J Nurs Educ Scholarsh 2022; 19:ijnes-2021-0091. [PMID: 35550038 DOI: 10.1515/ijnes-2021-0091] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 04/28/2022] [Indexed: 11/15/2022]
Abstract
BACKGROUND Practicum Placements are the signature andragogy used in undergraduate nursing programs to bring about knowledge consolidation. Little is known, however, about the types of pediatric practicum placements utilized by nursing programs to provide practical learning opportunities in child health to their students. The purpose of this integrative review is to identify and appraise existing literature on practical pediatric practices in undergraduate nursing education. METHOD Searches were conducted using the main relevant databases and search engines. Of the numerous articles retrieved, screened, and reviewed, 15 met the inclusion and exclusion criteria. Results were then analyzed using thematic analysis. RESULTS Two overarching themes were identified: (1) Adaptation, and (2) Learning. CONCLUSION Findings revealed that most nursing programs utilize alternative placement sites to meet the learning need of their students. These sites provided students with the opportunities to care for children and adolescents, and engage in a variety of health promotion and teaching activities.
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Affiliation(s)
| | - Jonathan Alschech
- School of Social Work, University of Northern British Columbia, Prince George, BC, Canada
| | - Janet McCabe
- Faculty of Health Sciences, Ontario Tech University, Oshawa, ON, Canada
| | - Caroline Sanders
- School of Nursing, University of Northern British Columbia, Prince George, BC, Canada
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Stoffels M, van der Burgt SME, Stenfors T, Daelmans HEM, Peerdeman SM, Kusurkar RA. Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study. BMC MEDICAL EDUCATION 2021; 21:520. [PMID: 34607586 PMCID: PMC8491399 DOI: 10.1186/s12909-021-02939-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 08/30/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND To prepare nursing students to become critical, autonomous members of the workforce, an agreement among stakeholders on how this can be achieved in the clinical setting is needed. However, a critical discussion of the clinical learning process in relation to actual and desirable outcomes is lacking in the nursing education literature. This study aimed to map conceptions of the desired process and outcomes of clinical learning among stakeholders involved in undergraduate clinical nursing education. METHODS Twenty-five semi-structured interviews about their understanding of clinical learning were conducted with nursing students, supervisors, clinical educators and higher education institute professionals involved in clinical nursing education in a Dutch academic medical center. Data were analyzed using a phenomenographic approach. RESULTS Four conceptions were identified: clinical learning as a process to 1) meet curricular demands, 2) learn to deliberately deliver patient care, 3) learn to deliver patient care within the larger (healthcare) context, and 4) become a continuously developing professional. Conceptions 3 and 4 represented a broader, more inclusive perspective on clinical learning than conception 1 and 2. Conceptions were distinguished by five dimensions: role of guidelines from the school; learning opportunities, focus of supervisor; focus of reflection; desirable outcomes of clinical learning. CONCLUSIONS Those directly involved in clinical learning in nursing may have qualitatively different understandings of its desired nature and outcomes. Two patterns across conceptions could be discerned: a) a shift in focus from learning as following standards, to following an individualized learning trajectory and b) a shift in focus from increasing patient load, to understanding oneself and the patient within the healthcare context. To prepare nursing students for the future workforce, a flexible, social form of self-regulated learning is warranted, as well as an understanding of one's own role within the healthcare system and a critical attitude towards healthcare. Schools and hospitals should collaborate to integrate these values in the curriculum. The current study adds different ways of applying self-regulated learning as a relevant dimension in understanding clinical learning to the literature. Through the phenomenographic approach we identified conceptions that can be a basis for training and policy development.
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Affiliation(s)
- Malou Stoffels
- Faculty of Medicine, Research in Education, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
- Amsterdam UMC, Amstel Academy, Institute for Education and Training, Amsterdam, The Netherlands.
- LEARN! research institute for learning and education. Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands.
| | | | - Terese Stenfors
- Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Amsterdam, The Netherlands
| | - Hester E M Daelmans
- Faculty of Medicine, Research in Education, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Faculty of Medicine, Department of skills training, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Saskia M Peerdeman
- Faculty of Medicine, Research in Education, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- AmsterdamUMC, Location AMC, Institute for education and training, Amsterdam, The Netherlands
- Department of Neurosurgery, Amsterdam University Medical Center, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Faculty of Medicine, Research in Education, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- LEARN! research institute for learning and education. Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
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Goni-Fuste B, Wennberg L, Martin-Delgado L, Alfonso-Arias C, Martin-Ferreres ML, Monforte-Royo C. Experiences and needs of nursing students during pandemic outbreaks: A systematic overview of the literature. J Prof Nurs 2020; 37:53-64. [PMID: 33674110 PMCID: PMC7836857 DOI: 10.1016/j.profnurs.2020.12.004] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2020] [Indexed: 12/16/2022]
Abstract
Background Recent epidemics have placed overwhelming demands on health systems, leading at times to the deployment of nursing students during the crisis. Little is known about the impact this experience has on students. Although studies have explored nursing students' knowledge about infection control, there are no specific recommendations regarding how these issues should be addressed in nurse education. Purpose To conduct a comprehensive systematic overview of the literature concerning nursing students in the context of emerging infectious disease epidemics or pandemics caused by zoonotic viruses. Methods Systematic overview. Results Forty-eight articles were included. Five themes were identified: education; knowledge, concern about risk and preventive behaviour; willingness to work during a pandemic outbreak; experiences and emotional impact; and ethical dilemmas. Conclusions There is a need to enhance nurse education to ensure that students have adequate education in infection prevention and control and the opportunity to develop the skills and attitudes required to provide care to infected patients during a pandemic. The outcomes of these education programmes would need to be evaluated using valid and reliable instruments so as to enable comparisons to be made to prepare future nurses to deal with new pandemics in an increasingly globalized world.
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Affiliation(s)
- Blanca Goni-Fuste
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Laia Wennberg
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Leandra Martin-Delgado
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Cristina Alfonso-Arias
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - M Luisa Martin-Ferreres
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Cristina Monforte-Royo
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain.
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Monforte-Royo C, Fuster P. Coronials: Nurses who graduated during the COVID-19 pandemic. Will they be better nurses? NURSE EDUCATION TODAY 2020; 94:104536. [PMID: 32801065 PMCID: PMC7387935 DOI: 10.1016/j.nedt.2020.104536] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 07/14/2020] [Indexed: 05/26/2023]
Affiliation(s)
- Cristina Monforte-Royo
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain.
| | - Pilar Fuster
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
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